Section List

• Develop an understanding of the impact of core beliefs and collaboration in the IEP process
• Demonstrate a deeper understanding of the IEP process
• Facilitate IEPs in a professional and parent friendly manner through use of technology
• Identify and connect the elements required to write a high quality IEP
• Build foundational knowledge on utilizing high quality IEPs for instructional planning

This professional learning workshop series supports K–3 educators in translating science of reading research into high-impact skills instruction. Through 2 full-day virtual Zoom sessions and 3 1.5 virtual Zoom check-ins, participants will engage in guided learning, collaborative planning, and lesson analysis using high-quality instructional materials aligned to foundational literacy skills.

Teachers will explore research-aligned instructional moves for phonemic awareness, phonics, spelling, fluency, and assessment, and apply them directly to daily classroom routines. 

This workshop is designed for teachers who have completed a science-of-reading professional learning and are seeking practical support to strengthen skills instruction through effective use of high-quality materials.

The training will include:

•  Foundations of effective family engagement and family literacy

• Research supporting family-school partnerships and families’ role in children’s literacy learning and development

•  Overview of the Family Workshops to Go model

•  Facilitation strategies for all six workshops, including strategies that help support children’s literacy learning

• Family recruitment and retention practices

•  Planning for local implementation

•  Strategies for creating welcoming and engaging learning experiences for families

Participants will receive a Family Workshops to Go facilitator’s guide which includes facilitation 

plans, handouts, and implementation guidance to conduct Family Workshops to Go within their 

districts.

Following the Train-the-Trainer Institute, NCFL will facilitate a six-month Community of Practice (CoP)

designed to support implementation, strengthen family engagement and family literacy practice, and

build connections among participating districts.

Each Community of Practice session will include both implementation support and professional learning

related to family engagement topics such as family-school partnerships, communication, family

leadership, family voice, culturally responsive engagement, and sustainability.

Dr. Jessica Hannigan will be joining us virtually to continue the series of Transforming Discipline: Implementing the Alternate Discipline Framework.  

Behavior Academies: Identity, Match, Deliver & Monitor Targeted Interventions That Work!

This virtual session is designed to help participants learn how to use behavior data to implement targeted behavior interventions (behavior academies) for students not responding to Tier 1 (school-wide) behavior. Go beyond Check in/Check out (CICO) as the “catch all” intervention and begin using interventions that are targeted for all the specific behaviors you wish to eliminate. Participants will learn how to identify, match, deliver and monitor targeted interventions.  They will also learn how to develop a menu of interventions including entrance and exit criteria, characteristics, and conditions essential for intervention success.

This required training is designed specifically for K-3 PE Teachers in Nebraska.

Nebraska State Statute 79-2607 is a core component of the Nebraska Reading Improvement Act. It mandates that the Nebraska Department of Education develop a professional learning system of evidence-based reading instruction for pre-K through 3rd grade teachers. As part of this mandate, all pre-K through 3rd grade specialists (e.g. art, music, physical education, library, technology) are required to participate in professional learning to support literacy awareness and support students’ literacy development across all district settings.

Components of this training include:

• Basic overview of the Science of Reading

• Reinforce vocabulary and language within the Art classroom

• Support students when they encounter literacy difficulties in Art

• Build background knowledge in the Art classroom

• Contribute to a school-wide culture of literacy

Teachers must stay for the duration of the training in order to be “adequately trained” by the state of Nebraska.

This workshop will be held for ESU 10 HAL consortium members and non-consortium members to revisit and revise their HAL plans and receive support from NDE HAL Contact, Sheyanne Smith.  

Participants will also have the opportunity to collaborate with other coordinators to discuss supporting high ability learners in their district, as well as gain a deeper understanding of effective practices.